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Construcción y validación de la escala de desarrollo emocional en educación primaria inicial (EDEEPI-28).

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Title: Construcción y validación de la escala de desarrollo emocional en educación primaria inicial (EDEEPI-28).
Alternate Title: Construction and validation of the emotional development on early primary education scale (EDEPES-28).
Authors: Priego-Ojeda, María1 maria.priego@udl.cat, López-Cassà, Èlia2, Pérez-Escoda, Núria2, Filella-Guiu, Gemma1
Source: Educación XX1. 2024, Vol. 27 Issue 2, p253-281. 29p.
Subject Terms: *Primary education, *Second grade (Education), *Emotional competence, *Academic achievement, Social skills
Geographic Terms: Spain
Abstract (English): While it is well-known that being emotionally competent contributes to improving the wellbeing and academic performance of students, there are few validated Spanish instruments that can assist teachers in assessing emotional competencies in early primary education children. In this study, we present the development and validation of the Emotional Development on Early Primary Education Scale (EDEPES) for students aged between 5 and 8 years. The study included a sample of 1113 students enrolled in the first and second grades of primary education in different educational centers in Spain. A preliminary version of the questionnaire with around 41 items was distributed, along with measures of anxiety (CAS) and academic performance (average score). These measures were taken at two time points with a 6-month interval. The results supported a 4-factor model of 28 items, comprising emotional competencies of emotional awareness, emotion regulation, emotional autonomy, and social competence, along with a higher-order factor to measure overall emotional competence. The EDEPES-28 demonstrated satisfactory reliability and criterion validity, showing significant associations with anxiety and academic performance. Furthermore, the results supported the assumptions of measurement invariance, revealing gender differences in both courses, with these distinctions being more pronounced in the second course, and girls obtaining higher scores. In conclusion, the EDEPES-28 proves to be a useful and easy-to-use instrument for teachers to assess the emotional competencies of early primary education students. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Aunque es bien sabido que ser emocionalmente competente contribuye a mejorar el bienestar y el rendimiento académico de los alumnos, existen pocos instrumentos españoles validados que puedan ayudar a los docentes a evaluar de manera sencilla las competencias emocionales en niños y niñas de ciclo inicial de educación primaria. En este estudio, presentamos el desarrollo y validación de la Escala de Desarrollo Emocional en Educación Primaria Inicial (EDEEPI) para el alumnado de entre 5 y 8 años. El estudio incluyó una muestra de 1113 estudiantes escolarizados en primero y segundo curso de educación primaria en diferentes centros educativos de España. Se distribuyó una versión preliminar del cuestionario de unos 41 ítems, recogiendo además medidas de ansiedad (CAS) y de rendimiento académico (media académica). Estas medidas fueron tomadas en dos tiempos, con una separación de 6 meses. Los resultados apoyaron un modelo de 4 factores de 28 ítems, que comprende las competencias emocionales de conciencia emocional, regulación emocional, autonomía emocional y competencia social, junto con un factor de orden superior para medir la competencia emocional global. El EDEEPI-28 demostró una fiabilidad y validez de criterio satisfactorias, mostrando asociaciones significativas con la ansiedad y el rendimiento académico. Además, los resultados respaldaron los supuestos de invarianza de medida, revelando diferencias de género en ambos cursos, siendo estas más acentuadas en segundo curso, con mayores puntuaciones para las niñas. En conclusión, el EDEEPI-28 demuestra ser un instrumento útil y de fácil uso para que el profesorado pueda evaluar las competencias emocionales del alumnado de ciclo inicial de educación primaria. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:While it is well-known that being emotionally competent contributes to improving the wellbeing and academic performance of students, there are few validated Spanish instruments that can assist teachers in assessing emotional competencies in early primary education children. In this study, we present the development and validation of the Emotional Development on Early Primary Education Scale (EDEPES) for students aged between 5 and 8 years. The study included a sample of 1113 students enrolled in the first and second grades of primary education in different educational centers in Spain. A preliminary version of the questionnaire with around 41 items was distributed, along with measures of anxiety (CAS) and academic performance (average score). These measures were taken at two time points with a 6-month interval. The results supported a 4-factor model of 28 items, comprising emotional competencies of emotional awareness, emotion regulation, emotional autonomy, and social competence, along with a higher-order factor to measure overall emotional competence. The EDEPES-28 demonstrated satisfactory reliability and criterion validity, showing significant associations with anxiety and academic performance. Furthermore, the results supported the assumptions of measurement invariance, revealing gender differences in both courses, with these distinctions being more pronounced in the second course, and girls obtaining higher scores. In conclusion, the EDEPES-28 proves to be a useful and easy-to-use instrument for teachers to assess the emotional competencies of early primary education students. [ABSTRACT FROM AUTHOR]
ISSN:1139613X
DOI:10.5944/educxx1.38358